R.1.3: McGregor, J. Collaboration and Leadership. In Stripling, B. K. and Hughes-Hassell, S. (eds.), Curriculum Connections through the Library. Westport, CT: Libraries Unlimited, 2003. 119-219. (pdf file) - located in BB Module 1
S4L: Begin to familiarize yourself with the "Standards for the 21st-Century Learner" (S4L). For another format, check out the St. Andrew's Episcopal Upper School Library's S4L page. View at:http://library.sasaustin.org/21stCenturyStandards.php
CW: Collaboration Testimonials Page: View all of the classroom teacher and the principal testimonials. Begin your writing T-Chart for A.1.4 - Classroom-Library Collaboration Mini-Case Study.
Collaboration Testimonials Page notes
1) Kinder teacher Peg: Enables teachers to do more planning, feed off each other, having two teachers gives students more individualized attention
2) 3rd grade teacher, Judy P.: Important for the students, authentic learning, children finding answers to questions on their own, take superficial curriculum and delve deeper, students learn how to find answers
3) Elementary art instructor, Tracy: Expanded my knowledge & student knowledge, kids notice art techniques in books
4) Principal Paula Godfrey: One of the most important people of the school because they affect the academic achievement every child in the school. Helps students effectively evaluate information from websites, has a global perspective of the school.
5) 7th grade Language Arts Teacher, Mary Ann: Get kids to "buy into" ideas, introducing new technology, librarians should be resourceful and come up with ideas then communicate them to the teachers,teach students to cite work (easybib), reading-research-presentation all in one project.
6) 7th-Grade Social Studies Teacher: Pat's Testimonial: teacher did not know how to use powerpoint; students worked with the librarian on a powerpoint project and the teacher learned along with the kids. Great opportunity to learn new skill AND improve student achievement.
7) 8th-Grade Language Arts Teacher: Karen's Testimonial : Collaboration benefits for students: research note-taking strategies and citations, locating resources, terminology crosses curriculum. Warm, actively seeks to improve services.
8) High School Art Teacher: Diane's Testimonial : Helped teacher with own professional development needs: engaged in cross-curriculum teaching, learned to utilize rubrics, and evaluated own performance effectively.
9) High School Student Teacher (in English): Kelly's Testimonial : Co-built a unit from teacher’s idea which improved student engagement and overall success; librarian created rubric, taught resources, helped during student presentations, graded citations portion.
10) High School English Teacher: Sherri's Testimonial : Compares unhelpful “resource-pulling-librarians” with “collaborative-teaching” librarians; librarian took an initial project idea and offered teaching a web 2.0 tool for making it exciting; 100% of students completed assignment
McGregor: "Collaboration and Leadership" McGreogor’s article takes a look first at some of the perceptions and ideas of collaboration today and then looks at the social aspects of leadership for undergirding the school librarian regarding successful collaboration (199).
Collaboration: Numerous methodologies exist for establishing successful collaborations in the school environment. McGregor suggests that if, despite these numerous well-founded approaches, collaboration is unsuccessful at large, that the librarian should consider what internal and/or external factors may be contributing to the lack of collaboration (district policies, funding, staffing, etc.) in order to plan the effective strategies (p. 201-202).
Librarian Leadership: McGregor cites several sources that provide documented evidence on how collaborative learning communities produce higher academic success than institutions in which teachers operate in isolation (p. 202). But how does a librarian help promote change toward collaboration where none exists and how much can the librarian accomplish alone?
The complex nature of resistance to change can be attributed to teachers weary of years of failed “changes” resulting from both top-down and bottom-up approaches to change (p. 203). McGregor cites several sources exhorting the need for a “combination” approach, a solid administrative and grassroots effort in order for change to actually occur. Citing the work of Zimmerman and Lee, McGregor points out the catalysts needed in order to produce effective change: a motivating sense of urgency, energy to embrace a change, and the proper agency of support (p. 205). By listening and coming alongside teachers on critical concerns, the school librarian demonstrates how “sharing the load can generate the necessary energy” for embracing the benefits of collaboration while also providing the agency of support needed for the duration of the change process.
Influencing factors in leading collaboration: McGregor discusses other factors that directly influence the librarian attempting to create and lead collaboration efforts (p. 205-209): · The mindset and administrative approach of the school principal · The curriculum knowledge of the librarian · The experience and knowledge of the librarian · The ability for staff, administrator and librarian to see the “big picture” · The librarian’s own self-confidence in the ability to lead
In order to lead well, McGregor describes why the librarian must possess patience, empathy, and emotional intelligence about others (p. 209). Strategies that the librarian might use to promote collaboration include (p. 210-217): · Creating and taking advantage of collaboration opportunities · Discussing one another’s agendas/expectations and adjusting to accommodate · Jointly creating goals, objectives and priorities for the collaboration · Working with collaborative teams and staying focused on the team objectives · Recognizing and rewarding positive collaborations · Leading the team in professional development · Sharing leadership and remaining flexible within the team
Schultz-Jones: "Collaboration in the School Social Network"
Social networks are a way for school librarians to “build a presence within the school learning community, and connect others to information services and resources” (Schultz, 20). The American Association of School Librarians promotes collaboration between teachers and SLMS because it advances “student learning and achievement (Schultz, 22). A recent study observed the collaboration networks of five SLMSs in north Texas. Collaboration levels varied from collecting resources and informal discussions to actual planned collaboration of lessons depending on the teachers acceptance or resistance to collaboration. Participants in the study shared their individual networks and the value the placed on collaboration. “Each SLMS was asked to identify his or her range of contacts for curriculum and library-program-related work, the frequency of contact, and the level of collaboration with each contact” (Schultz, 23). Four major themes were apparent from the study; social capital, favorite five, strategic groups and professional learning communities.
Social capital relates to the relationships developed between individuals in the school. The five SLMS “all identified the value of developing and maintaining professional relationships across grade levels and subject areas” (Schultz, 24). SLMSs usually have a small group of teachers that they collaborate with most often. This is considered the favorite five. Although there might be a lot of informal communication with other teachers, collaboration for lessons occurs mostly with the favorite five because they are receptive and “understand the value of working with the school librarian” (Schultz, 24). Strategic groups focus on “cultivating a network of willing participants” rather than “focusing on a subject area” (Schultz, 24). Teacher who see positive results will be willing to put forth the effort to collaborate. Informal discussions can lead to creating professional learning communities (PLCs). PLCs involve teachers working together in a high degree of interaction to “analyze and improve their classroom practice” (Schultz, 24). Collaboration is a challenging task for SLMS. By creating social networks they can lure in teachers that are willing to become involved in collaboration efforts. These relationships can evolve into powerful collaboration networks that can influence student achievement.
Co-Teaching Images Powerpoint Collection of images that accompany strategies and lessons from Collaborative Strategies for Teaching Reading Comprehension by Judi Moreillon. K-8th grade teachers and school librarians are pictured field testing these lessons. Photos depict the following collaborations and strategies:
Team teaching, parallel teaching, multiple small group teaching in same location
Tools depicted include Venn diagram, graphic organizers, other visual information organizers
Active student discussion
Notes:
Photos often depict one teacher holding book or instructing while the other teacher records information on a flipchart, dry erase, projector/computer. This role appears to switch back and forth.
Students appear engaged and focused, many hands in the air, lots of smiles
Co-Teaching Strategies PowerPoint There are several co-teaching strategies that can facilitate educators.
One teaching, One supporting
Center teaching
Parallel teaching
Alternative teaching
Team teaching
Team teaching strategies: o One educator reads, one records students’ ideas o Educators model learning tasks jointly o Each educator provides think-alouds to produce a diversity of responses o Educators demonstrate cooperative learning, discussion procedures and debating techniques
Both teachers and librarians offer diverse ideas and teaching strategies that can benefit students because “two heads are better than one.” By working as equal partners they can help each other solve learning problems. An ideal collaboration involves both partners sharing ideas, instructional strategies and knowledge of students and resources. These collaborations can result in great lessons that gear students toward higher level thinking by analyzing and evaluating information. Together the teacher and librarian can guide the students and give them feedback.
Module 1.3 Reading Notes
CW: Steps4Success - Building Successful Partnerships in LS5443
R.1.3: McGregor, J. Collaboration and Leadership. In Stripling, B. K. and Hughes-Hassell, S. (eds.), Curriculum Connections through the Library. Westport, CT: Libraries Unlimited, 2003. 119-219. (pdf file) - located in BB Module 1
TWU: Schultz-Jones, B. (2009, March). Collaboration in the School Social Network. //Knowledge Quest// 37 (4), 20-25. Retrieved January 8, 2010 from Academic Search Complete database. (TWU Library Database Persistent Link. You must log in with your TWU Portal Username and Password to access this article. If you have problems, please contact me.)
S4L: Begin to familiarize yourself with the "Standards for the 21st-Century Learner" (S4L). For another format, check out the St. Andrew's Episcopal Upper School Library's S4L page. View at:http://library.sasaustin.org/21stCenturyStandards.php
Preview the Upcoming Assignment: A.1.4 - Classroom-Library Collaboration Mini Case Study and begin the work for Module 1.3
CW: Collaboration Testimonials Page: View all of the classroom teacher and the principal testimonials. Begin your writing T-Chart for A.1.4 - Classroom-Library Collaboration Mini-Case Study.
Collaboration Testimonials Page notes
1) Kinder teacher Peg: Enables teachers to do more planning, feed off each other, having two teachers gives students more individualized attention
2) 3rd grade teacher, Judy P.: Important for the students, authentic learning, children finding answers to questions on their own, take superficial curriculum and delve deeper, students learn how to find answers
3) Elementary art instructor, Tracy: Expanded my knowledge & student knowledge, kids notice art techniques in books
4) Principal Paula Godfrey: One of the most important people of the school because they affect the academic achievement every child in the school. Helps students effectively evaluate information from websites, has a global perspective of the school.
5) 7th grade Language Arts Teacher, Mary Ann: Get kids to "buy into" ideas, introducing new technology, librarians should be resourceful and come up with ideas then communicate them to the teachers,teach students to cite work (easybib), reading-research-presentation all in one project.
6) 7th-Grade Social Studies Teacher: Pat's Testimonial: teacher did not know how to use powerpoint; students worked with the librarian on a powerpoint project and the teacher learned along with the kids. Great opportunity to learn new skill AND improve student achievement.
7) 8th-Grade Language Arts Teacher: Karen's Testimonial : Collaboration benefits for students: research note-taking strategies and citations, locating resources, terminology crosses curriculum. Warm, actively seeks to improve services.
8) High School Art Teacher: Diane's Testimonial : Helped teacher with own professional development needs: engaged in cross-curriculum teaching, learned to utilize rubrics, and evaluated own performance effectively.
9) High School Student Teacher (in English): Kelly's Testimonial : Co-built a unit from teacher’s idea which improved student engagement and overall success; librarian created rubric, taught resources, helped during student presentations, graded citations portion.
10) High School English Teacher: Sherri's Testimonial : Compares unhelpful “resource-pulling-librarians” with “collaborative-teaching” librarians; librarian took an initial project idea and offered teaching a web 2.0 tool for making it exciting; 100% of students completed assignment
McGregor: "Collaboration and Leadership"
McGreogor’s article takes a look first at some of the perceptions and ideas of collaboration today and then looks at the social aspects of leadership for undergirding the school librarian regarding successful collaboration (199).
Collaboration: Numerous methodologies exist for establishing successful collaborations in the school environment. McGregor suggests that if, despite these numerous well-founded approaches, collaboration is unsuccessful at large, that the librarian should consider what internal and/or external factors may be contributing to the lack of collaboration (district policies, funding, staffing, etc.) in order to plan the effective strategies (p. 201-202).
Librarian Leadership: McGregor cites several sources that provide documented evidence on how collaborative learning communities produce higher academic success than institutions in which teachers operate in isolation (p. 202). But how does a librarian help promote change toward collaboration where none exists and how much can the librarian accomplish alone?
The complex nature of resistance to change can be attributed to teachers weary of years of failed “changes” resulting from both top-down and bottom-up approaches to change (p. 203). McGregor cites several sources exhorting the need for a “combination” approach, a solid administrative and grassroots effort in order for change to actually occur. Citing the work of Zimmerman and Lee, McGregor points out the catalysts needed in order to produce effective change: a motivating sense of urgency, energy to embrace a change, and the proper agency of support (p. 205). By listening and coming alongside teachers on critical concerns, the school librarian demonstrates how “sharing the load can generate the necessary energy” for embracing the benefits of collaboration while also providing the agency of support needed for the duration of the change process.
Influencing factors in leading collaboration: McGregor discusses other factors that directly influence the librarian attempting to create and lead collaboration efforts (p. 205-209):
· The mindset and administrative approach of the school principal
· The curriculum knowledge of the librarian
· The experience and knowledge of the librarian
· The ability for staff, administrator and librarian to see the “big picture”
· The librarian’s own self-confidence in the ability to lead
In order to lead well, McGregor describes why the librarian must possess patience, empathy, and emotional intelligence about others (p. 209). Strategies that the librarian might use to promote collaboration include (p. 210-217):
· Creating and taking advantage of collaboration opportunities
· Discussing one another’s agendas/expectations and adjusting to accommodate
· Jointly creating goals, objectives and priorities for the collaboration
· Working with collaborative teams and staying focused on the team objectives
· Recognizing and rewarding positive collaborations
· Leading the team in professional development
· Sharing leadership and remaining flexible within the team
Schultz-Jones: "Collaboration in the School Social Network"
Social networks are a way for school librarians to “build a presence within the school learning community, and connect others to information services and resources” (Schultz, 20). The American Association of School Librarians promotes collaboration between teachers and SLMS because it advances “student learning and achievement (Schultz, 22). A recent study observed the collaboration networks of five SLMSs in north Texas. Collaboration levels varied from collecting resources and informal discussions to actual planned collaboration of lessons depending on the teachers acceptance or resistance to collaboration. Participants in the study shared their individual networks and the value the placed on collaboration. “Each SLMS was asked to identify his or her range of contacts for curriculum and library-program-related work, the frequency of contact, and the level of collaboration with each contact” (Schultz, 23). Four major themes were apparent from the study; social capital, favorite five, strategic groups and professional learning communities.
Social capital relates to the relationships developed between individuals in the school. The five SLMS “all identified the value of developing and maintaining professional relationships across grade levels and subject areas” (Schultz, 24). SLMSs usually have a small group of teachers that they collaborate with most often. This is considered the favorite five. Although there might be a lot of informal communication with other teachers, collaboration for lessons occurs mostly with the favorite five because they are receptive and “understand the value of working with the school librarian” (Schultz, 24). Strategic groups focus on “cultivating a network of willing participants” rather than “focusing on a subject area” (Schultz, 24). Teacher who see positive results will be willing to put forth the effort to collaborate. Informal discussions can lead to creating professional learning communities (PLCs). PLCs involve teachers working together in a high degree of interaction to “analyze and improve their classroom practice” (Schultz, 24). Collaboration is a challenging task for SLMS. By creating social networks they can lure in teachers that are willing to become involved in collaboration efforts. These relationships can evolve into powerful collaboration networks that can influence student achievement.
Co-Teaching Images Powerpoint
Collection of images that accompany strategies and lessons from Collaborative Strategies for Teaching Reading Comprehension by Judi Moreillon. K-8th grade teachers and school librarians are pictured field testing these lessons. Photos depict the following collaborations and strategies:
Notes:
Co-Teaching Strategies PowerPoint
There are several co-teaching strategies that can facilitate educators.
Team teaching strategies:
o One educator reads, one records students’ ideas
o Educators model learning tasks jointly
o Each educator provides think-alouds to produce a diversity of responses
o Educators demonstrate cooperative learning, discussion procedures and debating techniques
Both teachers and librarians offer diverse ideas and teaching strategies that can benefit students because “two heads are better than one.” By working as equal partners they can help each other solve learning problems. An ideal collaboration involves both partners sharing ideas, instructional strategies and knowledge of students and resources. These collaborations can result in great lessons that gear students toward higher level thinking by analyzing and evaluating information. Together the teacher and librarian can guide the students and give them feedback.